The purpose for conducting the study was to examine the factors that motivate African-American first-generation students to pursue doctoral education at a four-year public university. There has been little research on the influence academic or non-academic factors have on first-generation graduate student motivation. Similarly, little research exists that explored how factors might vary by ethnicity. Based on the projected increase of post-baccalaureate enrollment each year (Aud, Hussar, Planty, Snyder, Bianco, Fox, Frohlich, Kemp, Drake, 2010), first-generation African-Americans will become more interested in attending graduate school. It is important to gain a better understanding of the factors and influences that impact this student population. Therefore, the study explored why these students progressed, who or what encouraged them, what challenges they had to overcome, why they felt it necessary to further their education, and what motivated them. Specifically, the study determined motivating factors for first-generation graduate students to pursue and attend graduate school with the intention of obtaining a doctoral degree. Overall, this study provided specific examples of influences and motivating factors that encouraged this population to pursue.
","abstract_html":"<p>The purpose for conducting the study was to examine the factors that motivate African-American first-generation students to pursue doctoral education at a four-year public university. There has been little research on the influence academic or non-academic factors have on first-generation graduate student motivation. Similarly, little research exists that explored how factors might vary by ethnicity. Based on the projected increase of post-baccalaureate enrollment each year (Aud, Hussar, Planty, Snyder, Bianco, Fox, Frohlich, Kemp, Drake, 2010), first-generation African-Americans will become more interested in attending graduate school. It is important to gain a better understanding of the factors and influences that impact this student population. Therefore, the study explored why these students progressed, who or what encouraged them, what challenges they had to overcome, why they felt it necessary to further their education, and what motivated them. Specifically, the study determined motivating factors for first-generation graduate students to pursue and attend graduate school with the intention of obtaining a doctoral degree. Overall, this study provided specific examples of influences and motivating factors that encouraged this population to pursue.</p>","abstract_has_math":false,"creators":["Adams, Stephanie G."],"institution":null,"degree_name":"Doctor of Education in Higher Education (EdD)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Grover, Kenda S.","Mamiseishvili, Ketevan"],"advisors":["Miller, Michael T."],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-12-01T08:00:00Z","date_published":"2011-12-01T08:00:00Z","updated_at":"2026-07-24T00:59:32Z","subjects":["Social sciences","African-American","Doctoral students","First-generation students","African American Studies","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/179","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Grover, Kenda S.","Mamiseishvili, Ketevan"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Miller, Michael T."]},{"key":"dc:creator","label":"Author","values":["Adams, Stephanie G."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-09-29T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Higher Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social sciences","African-American","Doctoral students","First-generation students","African American Studies","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/179"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose for conducting the study was to examine the factors that motivate African-American first-generation students to pursue doctoral education at a four-year public university. There has been little research on the influence academic or non-academic factors have on first-generation graduate student motivation. Similarly, little research exists that explored how factors might vary by ethnicity. Based on the projected increase of post-baccalaureate enrollment each year (Aud, Hussar, Planty, Snyder, Bianco, Fox, Frohlich, Kemp, Drake, 2010), first-generation African-Americans will become more interested in attending graduate school. It is important to gain a better understanding of the factors and influences that impact this student population. Therefore, the study explored why these students progressed, who or what encouraged them, what challenges they had to overcome, why they felt it necessary to further their education, and what motivated them. Specifically, the study determined motivating factors for first-generation graduate students to pursue and attend graduate school with the intention of obtaining a doctoral degree. Overall, this study provided specific examples of influences and motivating factors that encouraged this population to pursue.
"]},{"key":"dc:title","label":"Title","values":["Exploring First Generation African American Graduate Students: Motivating Factors for Pursuing a Doctoral Degree"]}]}],"canonical_facts":{"dc:contributor":["Grover, Kenda S.","Mamiseishvili, Ketevan"],"dc:contributor.advisor":["Miller, Michael T."],"dc:creator":["Adams, Stephanie G."],"dc:date":["2011"],"dc:date.available":["2017-09-29T07:00:00Z"],"dc:description.abstract":["The purpose for conducting the study was to examine the factors that motivate African-American first-generation students to pursue doctoral education at a four-year public university. There has been little research on the influence academic or non-academic factors have on first-generation graduate student motivation. Similarly, little research exists that explored how factors might vary by ethnicity. Based on the projected increase of post-baccalaureate enrollment each year (Aud, Hussar, Planty, Snyder, Bianco, Fox, Frohlich, Kemp, Drake, 2010), first-generation African-Americans will become more interested in attending graduate school. It is important to gain a better understanding of the factors and influences that impact this student population. Therefore, the study explored why these students progressed, who or what encouraged them, what challenges they had to overcome, why they felt it necessary to further their education, and what motivated them. Specifically, the study determined motivating factors for first-generation graduate students to pursue and attend graduate school with the intention of obtaining a doctoral degree. Overall, this study provided specific examples of influences and motivating factors that encouraged this population to pursue.
"],"dc:identifier":["https://scholarworks.uark.edu/etd/179"],"dc:subject":["Social sciences","African-American","Doctoral students","First-generation students","African American Studies","Higher Education"],"dc:title":["Exploring First Generation African American Graduate Students: Motivating Factors for Pursuing a Doctoral Degree"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Higher Education (EdD)"]},"updated_at":"2026-07-24T00:59:32Z"}